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Who is it for?
- 1st Graders (6 to 7-year-olds)
- 2nd Graders, (7 to 8-year-olds)
- 3rd Graders (8 to 9-year-olds)
- Kindergarteners (5 to 6-year-olds)
- Students with special needs or learning disabilities
- Benefits of the “SING” CD (length approximately 40 minutes)
1. Open your Mouth
Purpose: to open the session in a friendly, social, and successful manner.
To help children create the “ah,” “oo,” and “ee.” vowels and articulate the “ooh-ee” sound.
2. Monkey Song
The children gain vocal and oral-motor experience as they sing “ah,” “ee,” and “ooh.” They remember and sequence sound patterns.
3. The Leeway Train
This song helps the kid’s speech skills through making the appropriate sound effects.
4. The Puppet Song (version one)
Children connect an animal with the sound it produces.
Children vocalize the animal sounds. Children hear and produce loud and soft sounds.
5. Tap it on your head – – acapella version
Helps to teach body part vocabulary and articulation/vocalization. The good thing about it being acappella is that the words are easy to hear and the feel of the music is gentler.
6. Variations on Miss Mary Mack
This silly song not only entices children to repeat each short phrase,
but invites them to discuss the absurdities.
7. Sing an Echo song
This song is used to help children improve the ability to produce certain sounds, increase phrase length, and improve auditory attention and memory. All four skills are used by children as they put words together in increasingly complex sentences.
8. TDLN 50s Arctic Song
To improve the ability to “Do-wop” and articulate the “T”, “D”, “L,” and “N” sounds. These sounds all involve placing the tip of the tongue behind the top of the upper teeth.
9. Three Little Monkeys
To encourage use of sentences. Also good for sequencing of ideas and understanding of lyrics as demonstrated by pretend play.
10. the Wolf Cub
Children vocalize the “ooh” sound of the wolf.Children act out the lyrics, and demonstrate an understanding of the concepts involved; open, shake, over, under, up, down, side, and families.
11. The Vehicle song
Vocalization and vocal play, imitation of common sounds, articulation.
12. The puppet Song II
To elicit vocalization of animal sounds.
This is necessary for speech and involves articulation of specified sounds.
13. Tap it on your Head – – Full version
Helps to teach body part vocabulary and articulation/vocalization. This version works with kids who need the extra stimulation to elicit attention.
14. Sing an Echo song blank/fill-in verses
Have the kids sing the first sound of their name, or the letter/sound of the week, or about the sound a sheep makes, or blow a kiss. You can also vary the rhythm of the sounds such as “bah. Bah. Be-be bah.” Make little memory drills by singing such phrases as “be-bo-bay.”If you don’t sing solo, then just speak these things over the music.
15. Goodbye Now
Children catch on to the rhythm and continuity of the lyrics quickly. It’s a natural way to teach the goodbye interaction, and it can include waving, shaking hands, holding hands, and blowing kisses (another good oral-motor skill.)
REVIEW AND PAL AWARD
Congratulations! Your CD set is a PAL Award winner! I awarded the whole set because I thought they were outstanding in each area you addressed–receptive language, expressive language, auditory discrimination and processing and just having fun singing! You managed to produce a great product for ALL kids with a sensitivity to children with special needs. – Sherry Artemenko MA, SLP-CCC
Feel free to use your winner’s review emphasizing the language learning value in your CD’s:
The “Move! Sing! Play Along and Learn!” CD series is atreat for parent and child or teacher and class. Margie La Bella’s pleasant, soothing voice is easy to understand as she gently encourages kids to listen and learn through music. As a music therapist and special educator, she has written and produced lively entertaining songs for all kids introducing them to pop, jazz, folk, rap, swing, reggae and world music styles. The first CD in the series, “Move!” focuses on building receptive language skills as kids follow directions to “rub your tummy until the music stops,” follow the “Multi-Step Blues,” or learn concepts in the “Opposite Jam.” Move on to “Sing!” and enjoy vocal play and expressive language as kids learn to follow fun syllables that lead to a song about Mister Monkey or the Leeway Train with related actions to match the rhythm. The “Play!” CD builds auditory discrimination and processing as kids move to the sounds of rhythm instruments and their homemade band–imitating and learning soft/loud, slow/fast, matching movements to representative musical patterns and instruments. Raise your arms up and down to the slide whistle, or stamp your feet to the drum as sounds and directions are combined to build memory. Finally, “Mixing it Up!” combines the lessons learned and gets kids moving, singing and playing because now “I’ve Got the Music In Me.” “Body Rap” is one of my favorites as, “I saw my hands and they started to clap, I thought of my nose and my face started humming, my whole body started to move and my shoulders got in the groove” as movements are added while matched to a body part and rhythmic phrase. So gather the kids around to move to the music and maybe in the middle of all the fun, we’ll produce some good little listeners.